Empowering Grade One Struggling Readers: The PAS and Multimedia Approach to Reading Intervention Success

Abstract

The current study investigated the impact of Phonic Analysis and Synthesis (PAS) combined with a Multimedia Approach on the reading proficiency of first-grade poor readers at the Mindanao State University-Integrated Laboratory School (MSU-ILS). The program's September 2023 launch primarily focused on making it easier for beginner readers to overcome their reading difficulties, achieved through a combination of systematic phonics instruction and various multimedia resources. The intervention focused on both phoneme segmentation and synthesis, combining the practices of decoding and word recognition with watching videos, listening to audio materials, and using digital learning tools.

• A pre-test–post-test research design was employed to evaluate changes in spelling, vocabulary, and reading comprehension. The pre-tests were conducted in the first quarter, while the post-tests took place in the fourth quarter of the school year. Through statistical analysis, it was determined that there was a significant difference between the mean scores of the pre-test and post-test (p < .05), indicating a notable improvement in the children's reading skills after they underwent the intervention.
• The results suggest that the PAS method can be highly effective in teaching young children the fundamentals of reading when combined with multimedia instruction. This research contributes to the existing body of knowledge by demonstrating that reading interventions based on phonics, combined with various instructional modes, can be highly effective. Additionally, it emphasizes that early literacy development should be characterized by structured and engaging methods.